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Ton Zijlstra describes his experience testing otter.ai, an automated transcription tool to convert audio into text. He mentions a few other tools as well - Amberscript (a Dutch company) and Happyscribe (a French company), as well as MS Word. I would add to that list the transcription available in Google's audio recorder tool on the Pixel, which is what I normally use. This time, though, I tried otter.ai for myself, uploading and converting the audio from my talk last week. I had to do it in two installments, since I can only upload 40 minutes on the free tier. The quality overall was better than Google, but not by a lot. You can see the results here - the only change I made was to split the text into paragraphs - and compare with the actual audio and video here.Web: [Direct Link] [This Post]
Both Facebook and Google are moving into email newsletters. Email is one of the last non-platform forums for communication, so people are understandably worried that the companies will 'help' email newsletters the way they 'helped' RSS. Facebook's Bulletin model is a basic clone of Substack, while Google is integrating its Museletter model into its cloud services, and especially Google Docs. It's nice to have publishing tools that make it a lot easier to produce email newsletters, but the fear is that the companies will eventually reduce them to a closed system.Web: [Direct Link] [This Post]
Approaches to teaching in higher education: the perspective of network analysis using the revised approaches to teaching inventory
Some background is needed to appreciate this article. The "the Revised Approaches to Teaching Inventory (R-ATI)" is a set of questions used in surveys to help teachers self-report their own practices (eg., a question might be "I think an important reason for running teaching sessions in this subject is to give students a good set of notes"). More here. The questions are taken to measure two sets of factors: "conceptual change/student-focused" (CCSF) and "information transmission/teacher-focused" (ITTF) (which I would interpret as 'constructivist' and 'instructivist' approaches respectively). The responses were then subjected to a graphical analysis to "display partial correlations between any pair of R-ATI items, while controlling for the variance of all other items." Finally, an interpretation of the graph yielded the following conclusion: "academics’ conceptions about the subject matter could be the first variable responsible for how academics develop their teaching approach preferences," a relationship that is stable (at least in this Romanian context) across "academic disciplines, class size, academics’ gender, and teaching experience".Web: [Direct Link] [This Post]
Instructional changes instigated by university faculty during the COVID-19 pandemic: the effect of individual, course and institutional factors
This study uses the SAMR model to represent changes made by faculty related to individual, course, and institutional factors respectively (micro, macro, meso). These changes are further subdivided into categories (eg., 'innovation propensity', 'nudging strategies', 'course modification') and the influence of each calculated from the responses (see table). "The results indicate that educators made the most drastic changes in their teaching behaviors, followed by changes made to their use of technology. The change in their beliefs about online teaching was small but significant." So the pandemic "likely forced many educators to change their teaching behavior without making corresponding changes in their beliefs." Maybe. But I think it's also too early to assess the impact on their beliefs. Let's see what they think after they return to the more traditional model.Web: [Direct Link] [This Post]
Beyond Zoom, Teams and video lectures — what do university students really want from online learning?
This article is based on a survey of New Zealand students who report that they would like institutions to do, among other things, the following (quoted / paraphrased):
- design more flexible and inclusive learning experiences
- develop student skills and competency online
- establish opportunities for students to give and receive feedback
- foster social learning and social presence online
- provide opportunities to participate in class or online workshops
- inform students about the full range of support available
All are reasonable suggestions, and would be even more helpful if extended beyond traditional student populations, and made available to the wider community. Read the full SOLE report here.Web: [Direct Link] [This Post]
Known more commonly as Boethius, this philosopher lived in the last days of the Roman empire under an Ostrogoth king. Though he is most widely known for his Consolation of Philosophy, written in a prison in Pavia, to my mind he is much more important for bringing the work of Aristotle, via his translations and commentary on Porphyry, to the Medieval world, and in particular, the concept of "Porphyry's tree" as the structure and categorization of things in the world. Think of it as a mind map for Medieval thought. As Wikipedia summarizes, "The Isagoge, or "Introduction" to Aristotle's "Categories", written by Porphyry in Greek and translated into Latin by Boethius, was the standard textbook on logic for at least a millennium after his death."Web: [Direct Link] [This Post]
This is actually a pretty forward-looking document (2 page PDF) from the G7 conference in Cornwall, UK, and so I thought it relevant to share here. It expresses, I think, the aspiration of western democracies, if not always the reality. "Fundamental freedoms empower people and inspire the innovation and ingenuity needed to maximise opportunities, tackle shared challenges and drive progress for the world. Openness encourages collaboration that delivers better outcomes than any nation could achieve alone." As I have long said, we need to look for ways to extend these values beyond the sphere of government so they (at long last) become integral components of our lives at school and at work (neither of which environment is particularly free or open).Web: [Direct Link] [This Post]
This post contrasts two ways of thinking about content. One way is to think of different types of content as defined by different parts of a page (like a web page, say). The other is to think of different types of content semantically, according to the meanings and intent of the content. To me, this reads a bit like the distinction between documents and data. And thinking semantically - thinking about data - requires changing the way we look at content. It can be hard to shift perspective. As one designer writes, "Our tendency to approach the content model with our familiar design-system thinking constantly led us to veer away from one of the primary purposes of a content model: delivering content to audiences on multiple marketing channels."Web: [Direct Link] [This Post]
required reading for university and college administrators struggling to plan a route forward following the pandemic.
Tony Bates says this book is "required reading for university and college administrators struggling to plan a route forward following the pandemic." The book argues that "digital learning will become an increasingly integral part of all higher education teaching, and institutions need to plan for this." Of course, this has been true for several decades, but it's only now being recognized in the boardroom. A huge challenge remains, though: "What senior managers need to know is how to get faculty onside."Web: [Direct Link] [This Post]
I have to say that I like what I see from Octopus thus far. The idea is to break down scientific research papers into their different components, publish them separately, and link them all. See the diagram. "The concept of "papers" is not a good way of disseminating scientific work in the 21st century. By forcing people to share their work only when they get to the end of what can be a very long research process, it slows down the spread of scientific knowledge, and encourages "questionable research practices" in order for researchers to produce seemingly easy, clear narratives that will get their work widely read." Moreover, it's free and open. As good science should be. Here's the blog. Source code is on GitHub.Web: [Direct Link] [This Post]
Ubell, R. (2022) Staying Online: How to Navigate Digital Higher Education New York/London: Routledge, 180 pp This book was published on September 7, 2021, and is now available (paperback: US$31.96). What is the book about? From the publisher’s blurb: As colleges and universities increasingly recognize that online learning is central to the future of post-secondary […]
This recent initiative and roadmap from Educause is based on the concept of Digital Transformation (Dx). It includes a strategy design framework (slides) and ongoing conversation around the challenges created by the need for a digital strategy. There's also a checklist and self-assessment tool for institutions (more). The strategy itself is a straightforward planning model that begins with 'Purpose' (why are you undertaking the process), the context and input (sometimes called the 'drivers', but not here), desired outcomes and outputs, and then finally inputs (or resources). I think the main contribution here is the rebranding of 'x' to mean 'transformation' (instead of 'additional' or 'extra', as in EdX or TEDx).Web: [Direct Link] [This Post]
The UNESCO Recommendations on Open Educational Resources (OER) (covered here; my response), adopted in late 2019, have helped guide work internationally on OER in the years since. This document, shared during the Creative Commons Open Education Platform meeting, outlines strategies to put the recommendations into practice. There's a lot there; there are detailed suggestions for both governmental initiatives and institutional initiatives over its 14 pages.Web: [Direct Link] [This Post]
Creando lección audiovisual. Foto: Istock/Vadym Pastukh
El video ha tomado más fuerza que nunca como recurso educativo. En artículos anteriores hemos hablado sobre cómo el video ha revolucionado la idea de enseñar y ser maestro en el siglo XX. ¿Quiénes son los Edutubers? ¿Qué tipo de contenido hacen? ¿Cómo diferenciarlos de otros productores de contenido educativo?, todos estos temas de interés han sido tratados con anterioridad en textos del Observatorio, pero los aspectos técnicos acerca de cómo generar contenido audiovisual específicamente para tu grupo, las compartiremos en nuestro próximo webinar, titulado: ¿Cómo producir videos con narrativa audiovisual y en volumen para la clase?
Este martes 28 de septiembre a las 16:00 horas (Centro de México), nos acompañará Arlette Audiffred Hinojosa, profesora del programa multicultural de Prepa Tec Campus Morelia. Imparte clases de Química y Emprendimiento Social en el Tecnológico de Monterrey. La profesora Audiffred ha aplicado exitosamente diversos programas de educación en video, como un laboratorio de química en TikTok a nivel preparatoria.
Este proyecto, implementado en tiempo de pandemia, buscaba motivar a los estudiantes a realizar las prácticas de laboratorio desde casa. Se diseñaron actividades entretenidas en la que los estudiantes debían documentar y mostrar un fenómeno químico. Se sustituyó la dinámica de pedir un reporte escrito en favor de que los estudiantes subieran a TikTok una explicación de los fenómenos observados en sus experimentos, además de sus conclusiones.
La docente de Prepa Tec también apoyó a los alumnos para que participaran en la convocatoria My World 360°. El objetivo fue que los estudiantes produjeran videos narrativos 360° para exponer problemas reales y despertar conciencia en su comunidad, motivar a la acción y mejorar su entorno. El proyecto en el que se centraron los alumnos abordó el problema del agua en la ciudad de Morelia. Cumplieron con el propósito de desarrollar habilidades digitales, compartir sus perspectivas y promover acciones positivas relacionados con los 17 objetivos de Desarrollo Sostenible, como lo explicó la profesora para el Observatorio del Instituto para el Futuro de la Educación.
La experiencia y apego de la docente a las plataformas digitales y contenido audiovisual ha garantizado sin duda un gran número de esfuerzos didácticos tanto efectivos como sobresalientes. El rol de estos recursos en la modernización de la educación y como respuesta a las necesidades planteadas por la pandemia no debe ser subestimado.
“El hecho de que los estudiantes sientan una ‘presencia’ constante a través del celular, aunque sea de manera asincrónica, fortalece la relación entre los alumnos y las instituciones educativas”. Declaró la maestra acerca del uso de las apps como herramienta de comunicación y acompañamiento para estudiantes. Esto aplica también para los contenidos audiovisuales, no solamente son una forma de facilitar que los alumnos hagan sus tareas en casa, también es una forma de estar presente y generar la sensación de sentirse acompañado a través de la interacción en línea. En un momento espacio tiempo en el que el bienestar emocional de los estudiantes y su salud mental se ven afectadas por la pandemia, el saber cómo producir estas instancias de cercanía es una herramienta indispensable para maestros de todos los niveles.
Si quieres saber cómo producir contenidos audiovisuales para tus grupos y cómo integrarlos al currículum no te pierdas nuestro próximo webinar el martes 28 de septiembre a las 16:00 hrs. (Centro de México).
This is a translation of an article that appeared in French in the Canadian Journal of Learning and Technology this week. It covers the idea of connected learning from the perspective of 'School in a Network' (l’école en réseau - ÉER) and also discusses the Remote Networked Classes MOOC (Classes éloignées en réseau (MOOC CER). I do feel it should be more widely read. I appreciate the discussion of the nature and value of connected learning and the examples offer a concrete example of these principles at work, and so spent some time (with the aid of Google) to create an English-language version (any errors are my own).See also on [Original Location] [This Post]